Unveiling teachers’ professional agency and decision-making in professional learning: the illusion of choice

Abstract

ABSTRACT Current research on teachers’ professional learning emphasises the crucial role of teachers’ agency. Teacher agency is emphasised because it empowers teachers with decision-making capabilities that foster a sense of ownership in their professional learning. Based on our research, teachers are frequently marginalised in designing and implementing professional learning, which in turn undermines their agency and autonomy. This article presents a portion of a comprehensive study using qualitative research methods. It draws on interviews with ten classroom teachers and five school leaders from government and non-government primary and secondary schools in Adelaide, Australia that relate to their perceived autonomy and agency in their professional learning. The results underline the pivotal role of teacher agency and highlight challenges in perceived professional autonomy and agency. The control exerted by policymakers and educational leaders can restrict teachers’ agency in various aspects of their professional learning. Addressing these barriers with organisational shifts can empower teachers to own their professional learning. We argue that future research should aim to explore the factors influencing teachers’ agency that shape their professional learning decisions.